Does shadow education discourage or encourage creative thinking? Evidence from South Korea

• Soo-yong Byun ^[1] ; Jilli Jung ^[1] ; Tae-Seob Shin ^[1]
  1. [1] Ewha Womans University

     Ewha Womans University

     Corea del Sur

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 46, Nº 4, 2023 (Ejemplar dedicado a: Shadow Education: Teaching, learning, and development / Educación en la sombra: Enseñanza, aprendizaje y desarrollo), págs. 774-808
• Idioma: inglés
• DOI: 10.1080/02103702.2023.2230042
• Títulos paralelos:
  • La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur
• Enlaces
  • Texto completo
• Resumen
  • español

    Utilizando los datos longitudinales de una muestra nacional representativa de estudiantes de Grado 5, recabados ́por el Estudio Longitudinal sobre la Educación en Corea en 2013, el objetivo de este estudio es analizar el efecto de las actividades académicas extracurriculares complementarias (educación en la sombra), dirigidas principalmente a la preparación de exámenes, en el pensamiento creativo. Para estimar el efecto de la educación en la sombra, adoptamos el método de emparejamiento de correspondencia de propensiones (Propensity Score Matching). No se hallaron efectos significativos (ni positivos ni negativos) de este tipo de educación en el pensamiento creativo de los estudiantes de Grado 5 y Grado 6. Este resultado no corrobora la argumentación que sugiere que la educación en la sombra ejerce un efecto de fomento (o detrimento) en el pensamiento creativo de los estudiantes. Al final del artículo se discuten las implicaciones y limitaciones del estudio y las posibles direcciones futuras para la investigación en este campo.

  • English

    Using longitudinal data for a nationally representative sample of fifth-graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow education — referred to as academically oriented extracurricular activities mainly aimed to prepare for examinations — on students’ creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students’ creative thinking between the fifth and sixth grades. This finding does not support the arguments that students’ participation in shadow education discourages or encourages their creative thinking. Implications, limitations and future research directions are discussed.

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